Research has linked cultural differences between a sojourner’s home and host country with their cultural transformation. Nonetheless, the results of empirical studies are inconclusive due to different operationalizations of cultural differences and testing among different groups of sojourners. We extend previous investigations by examining the effects of cultural novelty (i.e., the subjective perception of cultural differences) on the experience of international students (N = 1114) in Denmark, Germany, Italy, Poland, and the USA. Drawing on acculturation and social learning theories, we conceptualized a model of students’ adjustment and satisfaction taking into account cultural novelty. We tested the model through multi-group structural equation modeling (SEM) and examined the various relationships across subsamples from all five countries. We determined the significant effects of cultural novelty and a range of factors impacting students’ intercultural experience, such as their cultural intelligence, cultural background, second-language skills, time in the host country, and socialization with domestic students, and how the effects may vary by the host country. We discuss implications for future research and practice.

Purpose: The purpose of this paper is to examine innovative practices and emphasize the mechanism of knowledge transfer across knowledge boundaries. By comparing and discussing the emerging boundary issues in knowledge transfer among small- and medium-sized enterprises (SMEs) registered in the incubation centers in China, this paper identified the main knowledge transfer approach and several contextual and organizational factors impacting knowledge transfer. Design/methodology/approach: The authors conduct 39 semi-structured in-depth interviews with employees working within business incubation centers in China. The study uses thematic analysis for data analysis. Findings: Our results contribute to the literature of knowledge transfer and in particular to our understanding of boundary conditions and knowledge transfer approaches in emerging economies. The results also highlight several contextual and organizational factors which impact knowledge transformation across the pragmatic boundary in the context of China. Practical implications: First, organizations need to establish an effective process with tools to accommodate novelty; second, organizations should be aware of the impact of entrepreneurial orientation on innovative performance; and third, it will help organizations if they adopt and integrate information-rich media in managing innovative practices. Originality/value: This research highlights the impact of contextual and organizational factors of SMEs on knowledge transfer in emerging markets and chooses incubation centers as study subjects, which is an organizational context that has not been thoroughly studied due to its unique nature and emerging complexity.

In the digital media era, new media platforms have become the main channels for transmitting medical and health information in China. However, anti-intellectualism limits the effectiveness of disseminating health information. Therefore, in China, the government and health departments have made efforts to determine how to control anti-intellectualism to effectively disseminate medical and health information, given the situation of a global pandemic and its counter-measures. Against this backdrop, this study applied textual analysis to explore the manifestations of anti-intellectualism in network platforms. The key findings indicate that the irrational behavior of anti-intellectuals is manifested in emotional dominance, abusive behavior, overconfidence and trusting rumors. Based on these results, the authors propose some measures to balance the relationship between anti-intellectualism and health communication. The findings of the study have significant implications for improving the effectiveness of health communication in China.

This book chapter explores enhancing intercultural competence in the Master of Arts program in communication studies, emphasizing the importance of using an outcome-based assessment approach. Drawing upon the experience of working in an MA program as the academic director and curriculum developer, the author presents a new framework of intercultural competence, aligning with the main domains based on the UNESCO framework. It provides an empirical case of building intercultural competence as an essential learning outcome in an MA of communication study program that comprises of 14 courses, including intercultural learning projects and research papers. It emphasizes an outcome-based assessment approach that incorporates universal design for learning (UDL) to accommodate the diverse and unique learning needs of students with diverse backgrounds in international programs. It offers several practical implications for higher education educators to rethink and embrace the development of intercultural competence in MA curricula.